The collaboration between the family and the educational institution is unquestionably a highly important element for child's optimal development and school achievement. There are several factors which can disrupt this collaboration and it is of outmost importance to recognize them timely and find the most appropriate solutions. The collaboration between schools and families has a long history, which proves that it has always been a key factor in child's development and learning. There are various forms of collaboration, but it is crucial to maintain two elementary forms – parent-teacher conferences and individual parent-teacher meetings. It is commendable if a school also exercises any other forms of collaboration besides the elementary ones. One should take into consideration the fact that the quality of collaboration is determined by the conduct and involvement of both sides included. The communication always needs to be open, clear and meaningful in order to achieve certain results. It is also crucial to respect diverse opinions and discuss all issues that any of the participants finds important.Respect and understanding are key elements for successful collaboration. The objective of this research is to determine which forms of collaboration are present in grades 1 to 4 and what is their frequency, based on 30 curriculums of elementary schools from the Slavonian counties. It also examines which expert assistants collaborate with the families most frequently, the form of their collaboration and the content of their common activities. Also, the thesis investigates possible differences in the forms and frequency of collaborative activities in urban and rural areas. Therefore, out of 30 elementary school curriculums, 15 were from an urban area and 15 from a rural area. The research results indicate that school-related activities are exercised in accordance with the Primary and Secondary Education Act and mostly elementary in their form. In urban areas, only 5 out of 15 schools practices workshops/projects and lectures involving student's families. On the other hand, schools from rural areas carried out 13 workshops/projects involving families and 11 themed lectures. It is noticeable that rural area schools are significantly more active in collaboration between the school and the family. Further on, the results indicate that teachers and pedagogues are the ones who collaborate with the families most frequently.